I’ve written before about the rise in popularity of video-based learning. Over the last few years, I’ve seen a rapid increase in the use of both professionally developed and informally produced video content. At first I was helped along by the wide availability of camcorders and flip-cams. But over the last two years in particular, the smartphone has become the video-recording tool of choice for many inside and outside of the L&D profession.
At the same time, as the concepts of social and informal learning have been adopted by organisations, the potential to grow the use of user-generated content (UGC) has arisen and excited those in L&D, keen to capture more of the knowledge retained in the heads of employees that would deliver greater value if more widely shared.
But motivating employees to create content is seen as a challenge that might hinder the use of UGC. If employees see this as a daunting prospect, then all the potential advantages will be lost. What can we do to realise our ambitions here and what are the implications for learning design and quality? Continue reading “Creating Bite-size User-generated Video that Delivers Results: Your 60 Seconds Start Now”
In the “old days”, e-learning was often regarded as training for the masses, rather than for the most senior personnel in an organisation. Maybe, to be fair, that should be “old-style” e-learning, for as the approach has evolved into what we know today as “digital learning”, I don’t believe we can restrict technology-based learning to just a certain part of the business. But as executive and senior leadership development programmes have often been limited to a largely face-to-face experience, how should we utilise digital learning options within them? Continue reading “Using Digital Learning for Executive Development”
Depending on your company’s financial year, you might well be about to start the budgeting process for next year, or you may already be in the middle of juggling the needs of your business with the forecast budget – and all its pessimistic variations.
But how much are you setting aside to ensure that the learning you deliver next year has an impact on both the individual employee and business performance of the organisation? Continue reading “Budgeting for Learning Impact”
When all the chatter first started about the then forthcoming Apple Watch, my mind immediately turned to how wearable devices could be “next big thing” in digital learning. I started to visualise scenarios of engineers, perched high in precarious places, looking to their wrist for helpful instructions about what they should do next. Then one of my technology partners reminded me that you needed to have your iPhone nearby and that it wouldn’t really offer much without that connected device. A valid point. In your average scenario, if having to choose between the tiny watch screen and the larger one on my smartphone, most people would realistically choose the latter. So I stopped thinking about wearables.
Continue reading “The Wherewithal with Wearables”
It’s been said that we are a generation of YouTubers and it is quite literally possible to learn just about anything from an online video. Long gone are the days when the corporate L&D world had to rely on a small number of “classic” generic video tapes procured from two or three providers who dominated this market. Gone too are the times when you’d set the video playing and leave the room for 30 minutes to get on with something else, then return with the crib sheet from the video vendor’s trainer’s guide. Well at least I hope so. And no longer do you have to spend Hollywood level amounts to commission bespoke video. Back in 1996, a five-minute video cost me a staggering £25,000.
Continue reading “Using video to support the learning cycle”